Rationale: This lesson plan will help children identify /p/, the phoneme represented by P. Students will learn to recognize /p/ in words that are spoken by learning a meaningful representation (popping popcorn) practice finding /p/ in words, and apply phoneme awareness with /p/ by phonetic cue reading. In phonetic cue reading they will distinguish rhyming words from the beginning letters in a word. 

 

Materials: primary paper and a pencil; chart with “Pam picked plums by the park”; drawing paper and markers; If You Give a Pig a Pancake(Laura Numeroff, 1998); word cards with PEN, PIE, PET, PINK, PARK, POND; assessment worksheet identifying pictures that start with /p/. 

https://www.kidzone.ws/kindergarten/p-begins1.htm

 

Procedures: 1. Say: The mouth moves every single time we say a word. Today we are going to work on spotting the mouth as we say /p/. We spell /p/ with the letter P. P makes the sound of popping popcorn and looks like popcorn. 

 

2. We are going to pretend that we are popcorn that is popping- /p/, /p/, /p/. (curl your hands in a ball and every time you hear /p/ open them- pantomime popping popcorn). Do you notice how your lips are moving? Our tongue stays still while we press our lips together and push them out. 

 

3. Let me show you how to find /p/ in the word rope. I am going to stretch out ropein a super slow motion and I want you to listen for the popcorn. Rrr-o-o- pe. Slower: rrr-o-o-o-pe There it is! I felt my lips open. I can hear the pop /p/ in rope. 

 

4. Let’s try a tongue twister (on chart). Pam wanted to go to the park. Pam went on a walk and got hungry so Pam picked plums by the park. Tongue Twister: “Pam picked plums by the park.” Now say it again, but this time stretch the /p/ at the beginning of the words. Ppppam pppicked ppplums by the pppark. Let’s try it again but this time break /p/ off the word: “/p/am /p/icked /p/lums by the /p/ark. 

 

5. Have students take out primary paper and a pencil. We use the letter P to spell /p/. Let’s write the lowercase letter p. Make a line from the fence to the ditch. Make a little circle from the fence to the sidewalk and connect it to the line. IU want to see everybody’s p. After I put a smile on it, I want you to make nine more just like it. 

 

6. Call on students to answer and tell how they knew: Do you hear /p/ in pen or ten? Pie or lie? Pink or sink? Park or dark? Play or say? Say: Let’s see if you can spot the mouth move /p/ in some words. Pop your popcorn if you hear /p/: get, push, kind, pork, look, for, penny, purple, bug. 

 

7. Say: “Let’s look at a book called If You Give a Pig a Pancake. This story is about a pig that gets a pancake and then asks for syrup to go with the pancake. The pig then gets sticky and wants a bath. You’ll have to read along with me and listen to see what happens to pig!” Let’s read the book and see where they use words like Pig that start with P and sound like popcorn popping /p/. If you hear the /p/ sound you can move your hands like popcorn popping. Ask children if they can think of other foods or animals with /p/. Then have each student draw a picture of their item that they thought of. Display their work. 

 

8. Show the card PEN and model how to decide if it is pen or den: The P tells me to pop popcorn /p/, so this word is ppp-en, pen. You try some: PIE: pie or lie? PET: pet or wet? PINK: pink or sink? PARK: park or dark? POND: pond or bond? 

 

9. For assessment, distribute the worksheet. Students will draw a line to the pictures that begin with P. Call students individually to read the phonetic cue words from step 8. 

 

Reference: Annagail Holton 

https://ach0072.wixsite.com/mysite/emergent-literacy

 

Assessment Worksheet: https://www.kidzone.ws/kindergarten/p-begins1.htm